1. SOCIAL RESPONSIBILITY IN PHYSICAL ACTIVITY DEMONSTRATE INTER-PERSONAL SKILLS AND DESCRIBE THEIR EFFECTS ON THE FUNCTIONING OF A GROUP OR TEAM

2. SOCIAL RESPONSIBILITY Acting responsibly/responsible behaviours Practices that contribute to a physically/socially healthy environment Safe choices Respecting the rights of others Care and concern for other people Safety and risk management Making positive decisions – options to achieve positive outcomes Legal considerations Managing emotions Positive attitudes Options and consequences Attitudes that promote well-being (hauora) in the community Contributing to a safe environment

3. SOCIAL RESPONSIBILITY IS… “A PERSON’S ABILITY TO BE A GOOD EXAMPLE AND TO CARE FOR THE NEEDS OF OTHERS”

4. IRRESPONSIBLE HIGHLY RESPONSIBLE A. NEEDS REMINDING TO STAY FOCUSED B. DISRESPECTFUL TO OTHERS C. DOES WHAT EVERYONE ELSE DOES D. DOES NOT LIKE DOING NEW THINGS E. TRAINING TIME IS SPENT SOCIALISING F. TAKES ON TASKS THAT ARE DIFFICULT G. ASSISTS OTHERS H. DISPLAYS A HIGH LEVEL OF EFFORT I. WORKS FOR THE GOOD OF THE GROUP J. SOMETIMES POLITE AND RESPECTFUL K. HIGHLY MOTIVATED L. MAKES SURE EVERYONE IS INVOLVED

5. Irresponsible highly responsible A. NEEDS REMINDING TO STAY FOCUSED B. DISRESPECTFUL TO OTHERS C. DOES WHAT EVERYONE ELSE DOES D. DOES NOT LIKE DOING NEW THINGS E. TRAINING TIME IS SPENT SOCIALISING F. TAKES ON TASKS THAT ARE DIFFICULT G. ASSISTS OTHERS H. DISPLAYS A HIGH LEVEL OF EFFORT I. WORKS FOR THE GOOD OF THE GROUP J. SOMETIMES POLITE AND RESPECTFUL K. HIGHLY MOTIVATED L. MAKES SURE EVERYONE IS INVOLVED ABCDEFGHIJKL

6. UNDERSTANDING SOCIAL RESPONSIBILITY TAKING RESPONSIBILITY FOR MY OWN INVOLVEMENT AND PARTICIPATE FULLY PLAYING BY THE RULES MAKING AN EFFORT TO PARTICIPATE

7. MAKE SURE I INCLUDE OTHERS IN THE GROUP AND PLAY FAIR ENCOURAGEMENT AND SUPPORT FULL, ACTIVE PARTICIPATION ACCEPTING CAPTAINS OR COACHES DECISIONS

8. DEVELOP SKILLS TO BE SENSITIVE TO COMMUNITY NEEDS AND CONTRIBUTE TO THE WELL-BEING OF OTHERS AVOIDING VIOLENT BEHAVIOUR SUPPORTING GENDER AND RACE EQUALITY BALANCING YOUR ACTIVITIES AGAINST THOSE OF OTHERS

9. RIGHTS AND RESPONSIBILITIES DURING PHYSICAL ACTIVITY

10. Rights and responsibilities during physical activity My rights are:My Responsibilities to others are: e.g. To actively participate in the physical activity To allow others to participate in the physical activity

11. Rights and responsibilities during physical activity My rights are:My Responsibilities to others are: e.g. To actively participate in the physical activity To allow others to participate in the physical activity 1. To withdraw from participation on cultural or religious grounds

12. Rights and responsibilities during physical activity My rights are:My Responsibilities to others are: e.g. To actively participate in the physical activity To allow others to participate in the physical activity 1. To withdraw from participation on cultural or religious grounds 1. To inform coaches or leaders, and group members, in plenty of time if you are unable to participate in a physical activity due to cultural or religious reasons.

13. Rights and responsibilities during physical activity My rights are:My Responsibilities to others are: e.g. To actively participate in the physical activity To allow others to participate in the physical activity 1. To withdraw from participation on cultural or religious grounds 1. To inform coaches or leaders, and group members, in plenty of time if you are unable to participate in a physical activity due to cultural or religious reasons. 2. To play or participate in a fair activity, free from cheating.

14. Rights and responsibilities during physical activity My rights are:My Responsibilities to others are: e.g. To actively participate in the physical activity To allow others to participate in the physical activity 1. To withdraw from participation on cultural or religious grounds 1. To inform coaches or leaders, and group members, in plenty of time if you are unable to participate in a physical activity due to cultural or religious reasons. 2. To play or participate in a fair activity, free from cheating. 2. To compete without cheating or other unfair actions.

15. Rights and responsibilities during physical activity My rights are:My Responsibilities to others are: e.g. To actively participate in the physical activity To allow others to participate in the physical activity 1. To withdraw from participation on cultural or religious grounds 1. To inform coaches or leaders, and group members, in plenty of time if you are unable to participate in a physical activity due to cultural or religious reasons. 2. To play or participate in a fair activity, free from cheating. 2. To compete without cheating or other unfair actions. 3. Coach, captain or leader has the right to handle any disputes.

16. Rights and responsibilities during physical activity My rights are:My Responsibilities to others are: e.g. To actively participate in the physical activity To allow others to participate in the physical activity 1. To withdraw from participation on cultural or religious grounds 1. To inform coaches or leaders, and group members, in plenty of time if you are unable to participate in a physical activity due to cultural or religious reasons. 2. To play or participate in a fair activity, free from cheating. 2. To compete without cheating or other unfair actions. 3. Coach, captain or leader has the right to handle any disputes. 3. To accept decisions made by coach, captain or leader.

17. Rights and responsibilities during physical activity My rights are:My Responsibilities to others are: e.g. To actively participate in the physical activity To allow others to participate in the physical activity 1. To withdraw from participation on cultural or religious grounds 1. To inform coaches or leaders, and group members, in plenty of time if you are unable to participate in a physical activity due to cultural or religious reasons. 2. To play or participate in a fair activity, free from cheating. 2. To compete without cheating or other unfair actions. 3. Coach, captain or leader has the right to handle any disputes. 3. To accept decisions made by coach, captain or leader. 4. To have a fair opportunity to participate in an activity.

18. Rights and responsibilities during physical activity My rights are:My Responsibilities to others are: e.g. To actively participate in the physical activity To allow others to participate in the physical activity 1. To withdraw from participation on cultural or religious grounds 1. To inform coaches or leaders, and group members, in plenty of time if you are unable to participate in a physical activity due to cultural or religious reasons. 2. To play or participate in a fair activity, free from cheating. 2. To compete without cheating or other unfair actions. 3. Coach, captain or leader has the right to handle any disputes. 3. To accept decisions made by coach, captain or leader. 4. To have a fair opportunity to participate in an activity. 4. To give opportunities to others to participate (i.e. allowing self to be substituted).

19. Rights and responsibilities during physical activity My rights are:My Responsibilities to others are: e.g. To actively participate in the physical activity To allow others to participate in the physical activity 1. To withdraw from participation on cultural or religious grounds 1. To inform coaches or leaders, and group members, in plenty of time if you are unable to participate in a physical activity due to cultural or religious reasons. 2. To play or participate in a fair activity, free from cheating. 2. To compete without cheating or other unfair actions. 3. Coach, captain or leader has the right to handle any disputes. 3. To accept decisions made by coach, captain or leader. 4. To have a fair opportunity to participate in an activity. 4. To give opportunities to others to participate (i.e. allowing self to be substituted). 5. To participate in an activity without discouraging remarks or abuse.

20. Rights and responsibilities during physical activity My rights are:My Responsibilities to others are: e.g. To actively participate in the physical activity To allow others to participate in the physical activity 1. To withdraw from participation on cultural or religious grounds 1. To inform coaches or leaders, and group members, in plenty of time if you are unable to participate in a physical activity due to cultural or religious reasons. 2. To play or participate in a fair activity, free from cheating. 2. To compete without cheating or other unfair actions. 3. Coach, captain or leader has the right to handle any disputes. 3. To accept decisions made by coach, captain or leader. 4. To have a fair opportunity to participate in an activity. 4. To give opportunities to others to participate (i.e. allowing self to be substituted). 5. To participate in an activity without discouraging remarks or abuse. 5. To refrain from making discouraging remarks or giving abuse to other participants.

21. RULES OF TOUCH RUGBY SITTING IN YOUR TEAMS…..YOU NEED TO DISCUSS BASIC RULES OF THE GAME. CAN SOMEONE WRITE DOWN YOUR SUGGESTIONS. NOTE SOME PEOPLE ARE GOING TO HAVE GREATER KNOWLEDGE THAN OTHERS…..IT WOULD BE GREAT AND RESPONSIBLE IF YOU COULD EXPLAIN TO OTHERS WHO DO NOT QUITE UNDERSTAND SITTING IN YOUR TEAMS…..YOU NEED TO DISCUSS BASIC RULES OF THE GAME. CAN SOMEONE WRITE DOWN YOUR SUGGESTIONS. NOTE SOME PEOPLE ARE GOING TO HAVE GREATER KNOWLEDGE THAN OTHERS…..IT WOULD BE GREAT AND RESPONSIBLE IF YOU COULD EXPLAIN TO OTHERS WHO DO NOT QUITE UNDERSTAND LETS HEAR FROM DIFFERENT GROUPS AND WRITE THESE ON THE BOARD LETS HEAR FROM DIFFERENT GROUPS AND WRITE THESE ON THE BOARD IT IS IMPORTANT THAT DURING PRACTICAL SESSIONS THAT WE PLAY TO THESE RULES ….. THESE WILL BE ENFORCED DURING THE TOURNAMENT IT IS IMPORTANT THAT DURING PRACTICAL SESSIONS THAT WE PLAY TO THESE RULES ….. THESE WILL BE ENFORCED DURING THE TOURNAMENT

22. Simple rules of Touch Scoring A touchdown will be awarded when a player places the ball on the ground, on or over the scoreline, prior to being touched. A touchdown will be worth one point. The Dummy Half is not permitted to score touchdowns. Substitution Box Teams may interchange players at any time. Players coming on to the field may not do so until the player being replaced has come off. Substitutions must occur at or within the team’s substitution box. Possession of the Ball A change of possession shall occur when: the ball goes to ground. the Dummy half is touched while in possession. the Dummy half places the ball in the Touchdown zone. the 6th Touch occurs. the player in possession steps on or over the boundary of the field of play. a rollball is performed incorrectly (BUT, note rollball not performed exactly on place where touched results in a penalty). a tap is performed incorrectly. At a change of possession play is restarted with a rollball. Passing A player may pass, knock, throw or otherwise deliver the ball to any onside player in the attacking team. Passing forward is NOT permitted. The Tap The tap is taken by placing the ball on the ground on the mark, releasing the ball from both hands, tapping the ball with the foot a distance of not more than one metre and retrieving the ball cleanly. Any player from the attacking team may take the tap (AND can be touched – unlike dummy-half). The Penalty When a player/team is penalised the non offending team shall restart play with a tap. The tap is taken at the mark and the defending team must retire ten metres from the mark until the ball has been tapped. Play restarts with a tap when the following infringements occur; Forward Pass Touch and Pass Rollball performed off the mark Performing a rollball prior to a touch being made Defenders offside at the rollball (5 metres) - (note: exception when intentional touch by attacker when defender is retreating) Defenders offside at the tap (10 metres) – (note: exception when intentional touch by attacker when defender is retreating) Deliberately delaying play More than seven players on the field Incorrect substitution Falsely claiming a touch Using more than the minimum force to make a touch Misconduct Rollball A means of restarting play. Players must perform the rollball on the mark while facing their opponent’s defending scoreline and rolling the ball backwards between their legs a distance of not more than one metre. Players must not delay performing the rollball. The Touch Players from both teams are permitted to effect the touch. A touch is contact with any part of the body, ball, clothing or hair. A minimum of force is to be used at all times. The team in possession is entitled to 6 touches. Touch and Pass A player is not to pass the ball after a touch has been made. The Dummy Half The dummy half is the person who picks up the ball after a team-mate has performed a rollball (and may not delay picking up the ball). Offside/Onside After a touch has been made all defending players must retire 5 metres from the mark for a rollball, or 10 metres from the mark for a penalty tap. Defenders cannot move forward until the dummy half has touched the ball for a rollball, or when kicked for a penalty tap. Exception when dummy half is not present or the dummy half delays picking up the ball, in which case defending players are permitted to move forward. Intentional touch by the attacking player of a defender who is retiring directly backwards is considered a touch. Sideline If a player with the ball touches or crosses the sideline s/he is deemed to be out of play and a change of possession occurs. Play restarts with a rollball 5 metres in from where the player went out. If a touch is made before the player goes out, the touch counts. Obstruction Players of the attacking team are not to obstruct defending players from attempting to effect a touch. Defending players are not to obstruct/interfere with attacking players supporting the ball carrier. The Field of Play The field is 70m long (scoreline to scoreline) and 50m wide. Substitution boxes measuring 20m in length shall be situated on both sides of the field at halfway. The Touchdown zone is the area beyond the scoreline. Team Composition A team may consist of up to 12 players. A maximum of seven (7) are allowed on the field at any one time. A minimum of four players are required for the match to be played. The Toss The captain winning the toss shall receive possession of the ball and a choice of direction and substitution box for the first half. The Referee will supervise the toss. Duration The match is 20 minutes each way with a 3 minute break at half time. Associations may alter the duration of matches to suit their particular requirements. Extra Time and the Drop Off When a match is drawn and a single winner is required, extra time is played and teams drop off players every two minutes until down to 3. The first team to score a try wins the match. Player Attire All team members must be correctly attired in team uniforms. Footwear with moulded soles are permitted. Bare feet, spikes and footwear with screw-in studs are not permitted. Players are not to wear any item of jewellery that might be dangerous. The Referee The referee is the sole judge on matters of fact and is required to adjudicate on the rules of the game during play. The referee may impose any sanction necessary to control the match. All officials, players and coaches involved in the match are under the control of the referee. Foul Play will Not be Tolerated Any foul play (the referee being the sole judge) will result in the offending player being penalised, sent to the sin bin for a period of time, or being sent from the field for the remainder of the match, depending on the severity of the offence. Advantage Rule If an attacking player is touched illegally or fouled, then play will continue until the referee determines the advantage for the attacking player is over. Should there be no advantage accrued from the continued play, then play will resume from the previous most advantageous potential stoppage.

23. PERSONAL EFFORT AND INVOLVEMENT IN TEAM-WHY DID YOU RATE YOURSELF AT THIS LEVEL I DECEIDED TO PUT MYSELF AT THIS LEVEL DUE TO A NUMBER OF FACTORS. I FEEL THAT I DO NOT APPROACH EACH SESSION WITH THE NECESSARY MOTIVATION LEVELS IN ORDER TO DO WELL AT ALL TIMES. THERE HAVE BEEN A NUMBER OF TIMES WHEN I HAVE BEEN HAPPY TO LET THE OTHERS IN THE TEAM DO ALL THE WORK WHILE I JUST STAND ON THE FRINGES PRETENDING TO BE BUSY. OTHER TIMES I HAVE BEEN HAPPY TO BE SUBSTITUTED OFF IN ORDER TO TAKE A BREAK FROM THE GAME. I HAVE NEVER BEEN IN A HURRY TO GET BACK ON AND FREQUENTLY LET OTHER PLAYERS TO GO ON INSTEAD OF ME WHEN ITS REALLY MY TURN. I DECEIDED TO PUT MYSELF AT THIS LEVEL DUE TO A NUMBER OF FACTORS. I FEEL THAT I DO NOT APPROACH EACH SESSION WITH THE NECESSARY MOTIVATION LEVELS IN ORDER TO DO WELL AT ALL TIMES. THERE HAVE BEEN A NUMBER OF TIMES WHEN I HAVE BEEN HAPPY TO LET THE OTHERS IN THE TEAM DO ALL THE WORK WHILE I JUST STAND ON THE FRINGES PRETENDING TO BE BUSY. OTHER TIMES I HAVE BEEN HAPPY TO BE SUBSTITUTED OFF IN ORDER TO TAKE A BREAK FROM THE GAME. I HAVE NEVER BEEN IN A HURRY TO GET BACK ON AND FREQUENTLY LET OTHER PLAYERS TO GO ON INSTEAD OF ME WHEN ITS REALLY MY TURN. NOTE TWO WAYS YOU COULD IMPROVE YOUR EFFORT OR INVOLVEMENT. NOTE TWO WAYS YOU COULD IMPROVE YOUR EFFORT OR INVOLVEMENT. TO IMPROVE, I AM GOING TO MAKE A FEW CHANGES TO THE WAY I AM GOING TO APPROACH THE GAME. I AM GOING TO MAKE A CONCERTED EFFORT TO IMPROVE MY SKILL LEVEL IN ORDER TO MAKE A GREATER CONTRIBUTION TO THE GAME AND LET OTHERS KNOW I AM SERIOUS ABOUT IMPROVING. I AM GOING TO ASK FOR ADVICE FROM SOME OF THE SKILLED PERFORMERS IN THE CLASS ON HOW TO IMPROVE AND HOW TO MAKE A GREATER CONTRIBUTION TO THE OVERALL GAME. I AM ALSO GOING TO LISTEN TO INSRUCTIONS FROM MY TEACHER AND PEERS AND MOTIVATE MYSELF TO TAKE THESE ON BOARD AND TRY AND IMPLEMENT THESE GUIDELINES IN A GAME SITUATION. TO IMPROVE, I AM GOING TO MAKE A FEW CHANGES TO THE WAY I AM GOING TO APPROACH THE GAME. I AM GOING TO MAKE A CONCERTED EFFORT TO IMPROVE MY SKILL LEVEL IN ORDER TO MAKE A GREATER CONTRIBUTION TO THE GAME AND LET OTHERS KNOW I AM SERIOUS ABOUT IMPROVING. I AM GOING TO ASK FOR ADVICE FROM SOME OF THE SKILLED PERFORMERS IN THE CLASS ON HOW TO IMPROVE AND HOW TO MAKE A GREATER CONTRIBUTION TO THE OVERALL GAME. I AM ALSO GOING TO LISTEN TO INSRUCTIONS FROM MY TEACHER AND PEERS AND MOTIVATE MYSELF TO TAKE THESE ON BOARD AND TRY AND IMPLEMENT THESE GUIDELINES IN A GAME SITUATION.

24. EXAM TIME You are required to describe, explain and evaluate how the use of interpersonal skills attributed to the functioning of your team. You are required to describe, explain and evaluate how the use of interpersonal skills attributed to the functioning of your team. Interpersonal skills: leadership, communication, co- operation, decision making, fair play, social responsibility Interpersonal skills: leadership, communication, co- operation, decision making, fair play, social responsibility Describe: define, give an outline, say or write what the question/topic is about. Describe: define, give an outline, say or write what the question/topic is about. Explain: make clear by adding detail to the description. Examine and give reasons for the information stated. Explain: make clear by adding detail to the description. Examine and give reasons for the information stated. Evaluate: analyse, appraise, make judgements and justify. Evaluate: analyse, appraise, make judgements and justify.

25. EXAMPLE ANSWER I THINK THAT THE USE OF MORE EFFECTIVE COMMUNICATION AND THE SUPPORT AND ENCOURAGEMENT OF OTHERS WERE THE TWO INTERPERSONAL SKILLS THAT HAD THE MOST POSITIVE AFFECT ON THE WAY THE TEAM WORKED. I THINK THAT THE USE OF MORE EFFECTIVE COMMUNICATION AND THE SUPPORT AND ENCOURAGEMENT OF OTHERS WERE THE TWO INTERPERSONAL SKILLS THAT HAD THE MOST POSITIVE AFFECT ON THE WAY THE TEAM WORKED. MAKING SURE I WAS CLEAR ON WHAT I WANTED TO GET ACROSS TO ALL TEAM MEMBERS MADE EVERY ONE FEEL THAT THEY HAD A CLEAR UNDERSTANDING OF WHAT THEY NEEDED TO DO AND WHAT WE WERE TRYING TO ACHIEVE. BY GIVING THESE INSTRUCTIONS OUT IN THE TEAM MEETINGS MEANT THAT PEOPLE COULD CLARIFY IF THE NEEDED TO AND EVERYONE COULD SEE THE BIG PICTURE AND TO HAVE A BETTER IDEA OF WHAT WE WERE TRYING TO ACHIEVE OVERALL. MAKING SURE I WAS CLEAR ON WHAT I WANTED TO GET ACROSS TO ALL TEAM MEMBERS MADE EVERY ONE FEEL THAT THEY HAD A CLEAR UNDERSTANDING OF WHAT THEY NEEDED TO DO AND WHAT WE WERE TRYING TO ACHIEVE. BY GIVING THESE INSTRUCTIONS OUT IN THE TEAM MEETINGS MEANT THAT PEOPLE COULD CLARIFY IF THE NEEDED TO AND EVERYONE COULD SEE THE BIG PICTURE AND TO HAVE A BETTER IDEA OF WHAT WE WERE TRYING TO ACHIEVE OVERALL. THE SUPPORT AND ENCOURAGEMENT WAS FANTASTIC. OUR AIM WAS TO GIVE EVERYBODY 3 ENCOURAGING STATEMENTS DURING AND AFTER EACH GAME OR PRACTICE SESSION ALONG WITH SOME SUGGESTIONS FOR WHAT WE COULD DO TO IMPROVE, NOT ONLY INDIVIDUALLY BUT ALSO AS A TEAM. THE SUPPORT AND ENCOURAGEMENT WAS FANTASTIC. OUR AIM WAS TO GIVE EVERYBODY 3 ENCOURAGING STATEMENTS DURING AND AFTER EACH GAME OR PRACTICE SESSION ALONG WITH SOME SUGGESTIONS FOR WHAT WE COULD DO TO IMPROVE, NOT ONLY INDIVIDUALLY BUT ALSO AS A TEAM. WE HAD A COUPLE OF LESS CONFIDENT TEAM MEMBERS BUT WHEN THEY REALISED THAT THEY WERE NOT GOING TO BE LAUGHED AT AND THAT THE SO CALLED GOOD PEOPLE WERE WILLING TO HELP THEM GET BETTER, THEY RESPONDED BY IMPROVING THEIR SKILLS, AND GROWING IN CONFIDENCE. THIS MEANT THAT WE WERE ABLE TO USE ALL TEAM MEMBERS AND DID NOT HAVE TO RELY ON 1 OR 2 ALL THE TIME. WE HAD A COUPLE OF LESS CONFIDENT TEAM MEMBERS BUT WHEN THEY REALISED THAT THEY WERE NOT GOING TO BE LAUGHED AT AND THAT THE SO CALLED GOOD PEOPLE WERE WILLING TO HELP THEM GET BETTER, THEY RESPONDED BY IMPROVING THEIR SKILLS, AND GROWING IN CONFIDENCE. THIS MEANT THAT WE WERE ABLE TO USE ALL TEAM MEMBERS AND DID NOT HAVE TO RELY ON 1 OR 2 ALL THE TIME.

26. Hellison’s Social Responsibility Model (1985)

27. Background Hellison’s model attempts to describe the ‘levels’ of behaviour in regards to acceptable and responsible social behaviour. Hellison’s model attempts to describe the ‘levels’ of behaviour in regards to acceptable and responsible social behaviour. I.e. For people to function responsibly as part of a community/society. I.e. For people to function responsibly as part of a community/society. The model is not to be viewed as independent stages, but as a continuum with people moving along it as they develop. The model is not to be viewed as independent stages, but as a continuum with people moving along it as they develop.

28. It is very important to note that the levels are not a discipline model or a management system. It is very important to note that the levels are not a discipline model or a management system. The levels are a progression of responsibility. The levels are a progression of responsibility. That is, level 1 “respecting the rights and feelings of others” is the least we can do as decent humans. That is, level 1 “respecting the rights and feelings of others” is the least we can do as decent humans. Then progressing to level 4, “helping and caring for others”, is perhaps the most we can do. Then progressing to level 4, “helping and caring for others”, is perhaps the most we can do.

29. Level 1 - Irresponsibility Disrupts group activity or distracts others. Disrupts group activity or distracts others. Abuses others Abuses others Cheats Cheats Denies personal responsibilities. Denies personal responsibilities. Prevents others from participating. Prevents others from participating. Blames others. Blames others.

30. Level 2 - Inconsistent Involved some of the time. Involved some of the time. Minimal respect and consideration for others. Minimal respect and consideration for others. Unfair at times. Unfair at times. Does not interfere with the teacher’s right to teach. Does not interfere with the teacher’s right to teach. Tends to lose focus without teacher supervision. Tends to lose focus without teacher supervision.

31. Level 3 – Self-Controlled Takes part as directed but shows little effort to contribute independently. Takes part as directed but shows little effort to contribute independently. Can control behaviour to not interfere with others. Can control behaviour to not interfere with others. Is self-organised Is self-organised Minimal respect and consideration for the rules Minimal respect and consideration for the rules Participates without getting fully involved Participates without getting fully involved

32. Level 4 – Socially Aware Fully involved and active but can dominate the activity. Fully involved and active but can dominate the activity. Could involve others in the group more and/or could encourage others more Could involve others in the group more and/or could encourage others more Plays by the rules Plays by the rules Self motivated, can work independently without supervision. Self motivated, can work independently without supervision. Could be more sensitive to the needs of others Could be more sensitive to the needs of others

33. Level 5 – Socially Responsible Makes sure all players in the group have equal opportunity to be involved. Makes sure all players in the group have equal opportunity to be involved. Praises own group members’ efforts or success. Praises own group members’ efforts or success. Acknowledges other groups’ skills or efforts. Acknowledges other groups’ skills or efforts. Sensitive to the needs of others Sensitive to the needs of others Actively encourages others. Actively encourages others. Willingly helps others. Willingly helps others. Proactively applies fair play/ honest rules. Proactively applies fair play/ honest rules. Happily accepts others as part of the group. Happily accepts others as part of the group.